Response to the responses to my article on MRSM as a "successful failure"

Seriously all,

We must be aware of the changes happening politically and culturally. Because I proposed changes the way we view MRSM, many are quite upset without really understanding what I am proposing. Amuk and latah are the reaction to my proposals. It is good I believe to radically change the way MRSM is run and to redefine "success" so that it will not continue to be successful yet failing.

Many in ANSARA and in this forum are "too Malay"  in their thinking and  being so for the wrong reason. Why not allow competition and collaboration in MRSM system by rigorously recruiting applicants so that the composition will be 50 percent Bumiputra and 50 percent non-Bumiputra by whatever definition of these false racial/ethnic categorization MARA is using?

Why not let meritocracy rule the educational airwaves. MRSM is well funded to redefine itself and to show that country what 1Malaysia actually means, although I prefer the idea of Malaysian Malaysia better. MRSM has been and is still rooted in ultra-Malayness and the innovations in teaching and learning over the decades are good from a curricular reform point of view but not in promoting a culture of diversity. 


Many times, reflecting upon my almost 15 years of involvement with the MRSM system, as as student, and educator, and later as a researcher-consultant I think not only of possibilities of cultural understanding through such restructuring but also about the racial composition of MRSM faculty.

Not only that the system is too Malay-centric and unhealthy for the child's development in a multiculturally-demanding world, but it also breeds the excesses of Malay pseudo-authoritarianism. It breeds the culture of totalitarianism in schools. deBono's CORT thinking skills help develop creativity superficially but do not teach children to mingle cross-culturally simply because the school system is too Malay-centric. Renzulli's Triad model is good for the Gifted and Talented Enrichment model but does it develop cross-cultural competency when almost 100 percent are Malays themselves struggling for control right there in the confines of the boarding school?

True MRSM has produced successful people, a few of them illustriously successful, but what is the meaning of success of a nation when the supposedly creme de la creme and handpicked Malay kids are going to be groomed and showcased as more sophististicated ultra-Malay who are actually persona anathema to the trumpeted slogan of 1Malaysia? 


Forget about the campaign of "One School Fits All" (Satu Sekolah Untuk Semua) when this very system of social engineering for national development called MRSM that is supposed to create "a breed of human beings different from government-owned boarding schools"  cannot even get its philosophy of education right and trapped in the contradictions of educational reform.

The One School Fits All proposal could well turn out to be yet another totalitarian design that will make it easier to control the young Malay minds; minds that ought not to be shackled by any political forces out to turn those children into beings happy to reproduce the style of racism and the genre of racial insensitivity of their fathers and mothers.

These are my initial thoughts on ANSARA's response  to my article. I welcome reasoned arguments and an engaging dialogue framed intellectually.


Very truly yours.

Colonizer-colonized thesis revisited

Coloniser-colonised thesis revisited
Azly Rahman

Learning about the current Tunisian revolt, and remembering the work of Martin Luther King Jr, I have somewhat come to draw a parallel between analysis and hope, between reality and manifestation. From Albert Memmi to Martin Luther King Jr.

In the case of the Tunisian youth 'chasing out' their dictator of 23 years and their anger over the royal robbery of the monarch, I found an explanation in the 1965 classic by the Tunisian psychoanalyst and political-cultural theorist Albert Memmi in his seminal work, The Colonizer and the Colonized, in which he proposed that the only way to resolve the contradiction of the oppressor and the oppressed and put an end to the brutality of the dictator is through revolt.

One can find a similar theme in analysing the master-slave narrative in works such as Frantz Fanon's The Wretched of the Earth and Paulo Freire's Pedagogy of the Oppressed.

That is what is happening now in the streets of Tunis; the coloniser who was once a colonised mind has turned into a coloniser and now is deposed by the colonised. Revolt is the way to overcome the slow death of the masses via hegemony of developmentalism and the illusion of nationalism.

That was the path Algerians took in the Battle of Algiers within the context of The French-Algerian War, in which the colonised fought against the brutal French colonisers, ending in a few million deaths.

Obama's election a symbolic victory of the enslaved

In the case of the United States, the colonised were the African-Americans who had a unique history of being forced into slavery by the colonisers, with the struggle for freedom culminating in the civil rights movement of King and Malcolm X, among others, and today, triumphantly culminating in a symbolic victory of the enslaved or the colonised in the person of Barack Obama as the first African-American president: a peaceful revolt American-styled, nonetheless.

King's hope was realised, his dream came through beyond that of merely seeing white and black children walking together to school, holding hands.

I am proposing that social scientists analyse the phenomena of the deposition of monarchs and dictators, using what I call "radical semiotics"; a method of deconstructionism that not only analyses the historical materiality of royal symbolism, but also the mythical origins of the need to colonise, and how these human figures of ruler-ship became enshrined in the mind of the colonised as the symbol of unquestioning loyalty, even in the post post-enlightenment age of cosmopolitan democracy and cybernetics.

Capitalism, exciting as an ideology to promote free spiritedness but uninteresting as a system that can curb human greed and the nurturing of the coloniser-colonised culture, works hand in hand with the symbolism and habitues of power.

In the case of the feudal lords, the church and other houses of worship might give the spiritual inspiration or the religious raison d'etre to legitimise and authorise the advancement and institutionalisation of greed.

Throughout history, monarchs who work hand in hand with aristocrats and powerful merchant houses provide not only the avenue for the rich to amass as much as they can through the ideology of guns-guts-glory, but also a soothing and serenading sermon for the poor to wait for the kingdom of god to come, and be poor and happy and believe in the divine rights of kings so that the kingdom can be stable enough for the poor to keep praying for the gratitude of being poor and for the rich to hand them charities.

Into the religious texts too are sometimes woven this ideology of being happy with the wealth of spirituality, with the poverty of materialism inscribed to legitimise the institutionalisation of capitalism.

As a response to this priestly-class influence of religion on the affairs of the homo economicus, we saw the birth of the liberation theology and the art of destroying symbolism; of iconoclasm.

The death of daulat. The death of the divine rights of kings. The realisation of the hidden dollar and dinar sign in every symbol of the royalty - ala the third eye of the Illuminati.

In essence, Albert Memmi's thesis on the narrative of mental colonisation is now seen on the streets and we need a new understanding of semiotics to understand this world of perpetual revolutions.


AZLY RAHMAN, who was born in Singapore and grew up in Johor Bahru, holds a Columbia University (New York) doctorate in International Education Development and Masters' degrees in the fields of Education, International Affairs, Peace Studies and Communication. He has taught more than 40 courses in six different departments and has written more than 300 analyses on Malaysia. His teaching experience spans Malaysia and the United States, over a wide range of subjects from elementary to graduate education. He currently resides in the United States.

MRSM schools a successful failure?

MRSM schools a successful failure?
Azly Rahman

Jan 10, 11

As hypermodernising societies such as Malaysia progresses in syncrony with the advancement of capitalism, and as race and religion becomes the foundation for decision-making in education, especially in elitist well-funded schools, Malaysia is faced with another dilemma of education and national development.
Is this country creating sophisticated ethnocentrists that will continue to sustain race-based ideologies?

Maktab Rendah Sains Mara (Mara Junior Science College) schools, well-funded, well-staffed with advanced degree faculties, and well-taken care of by the Malay-centric government may be one example of a phenomena of a successful failure in the system's 40-year evolution.
The school system prides itself in innovative curricular experimentation drawn from best practice of schools, particularly those of the United States; as its original template was based upon.

What educationists will see in the list of innovations are merely aspects of the formal curriculum; upon further analysis lies the hidden and informal curriculum as perceived from curricular theory; hidden is the deeply racial socialisation aspect.

The overall picture lies in the impact of politics and education in the socialisaton of MRSM students. they parrot the teachers, the teachers parrot the politicians, politicians kowtow to money and power - that's an example of successful failure.

We are all economic beings, homo economicus undoubtedly but it is education and only education that is the best means to re-engineer, restructure, re-level, and redesign society.

It is the only means to sustain individual and social progress, as philosophers Dewey and Freire would argue.

Valueless ideologies

While the advanced nations are prioritising multiculturalism, honoring cosmopolitanism, and globalising education, Malaysians, through their endless fights over education are making many steps backwards. MRSM has produced a breed of sophisticated professionals to sustain ethnocentric valueless ideologies out of touch with current cultural realities.

Consider, in a similar vein, how much is spent and attention paid to on yet another high-priced elitist project such as the Pintar Permata at the expense of other schools in dire needs of even basic amenities such as those in Sabah and Sarawak or in many poor states - is that equity and equality for all races? Or is it a showcase based on ignorance of the meaning of equality and education?

With all due respect to the administrators, teachers, parents, and students, I must say about the MRSM school system.

With its insistence on being a Malay-centric, MRSM these days are not preparing children to survive in a multicultural, cosmopolitan, and ever-changing world that requires English as an important skill, and an outlook that is more open to learning about other cultures especially in the context of a rapidly changing Malaysia.

Those specialisations in each MRSM school are merely cliches filled with educational terminologies that are not fully understood but fully acceptable as a platform to appease the needs of the current regime.

Regimentation is necessary it seems to tune the mind of the monolithic mono-cultural students to accept governmental dictates making them in turn, one-dimensional beings.

Are any of those MRSMs suitable for Malaysian children? Or are they merely training and indoctrinating grounds to prop up yet another breed of leaders that will sustain the culture of blind following neo-feudalism of Ketuanan Melayu that itself is a dying specie?

Do parents know what goes on in the culture of the MRSM boarding schools and what goes on in the minds of your children?

In this context, we must look at the difference between education, schooling, indoctrination, mind-control, and liberation in thinking. I would say that the MRSM system is a successful failure.

Retrogressive ideologies

In MRSM, that predominantly Malay-elite secondary institution for the best and brightest young Malays, Malay-centric indoctrination work have been happening since the 1980s. Courses such as Kursus Kesedaran (Self Awareness Courses) are conducted to instill the questionable idea of Ketuanan Melayu, making the children afraid of "Malaysian bogeymen and bogeywomen" and their own shadows.

Open-mindedness is rarely encouraged and students take control over each others' lives transplanting retrogressive ideologies into each other's head, with the help of ultra-nationalist and anti-multiculturalist teachers.

Even if these children survive the ideological ordeal and experience 'tough love' and go on to get their degrees from top American and British universities, they will still be Malays with a shallow understanding of multiculturalism or become more sophisticated Malays with more complex arguments on Ketuanan Melayu.

They will then design policies to affect the needed sustenance of ideology in order to protect the interests of the few. Neo-feudalistic cybernetic Malays are then the new creations of the political-economic ruling class. They run the country and many are now running it down.

As an educator wishing to see Malays progress alongside in peace and prosperity with other races, I call upon us all to put a stop to all forms of indoctrination held especially by the BTN (Biro Tata Negara); an organisation that is of no value to the advancement of the Malays they claim to want to liberate.

It should be taken over by progressive Malaysians and replaced with a systematic effort to promote not only racial understanding through teaching respect and deep reflection on the cultures of the peoples of Malaysia, but also teach conflict resolution and mediation through cross-cultural perspectives. All must question the presence of BTN on campuses. All must reject BTN's programme for indoctrination.

Let us no longer allow any government body of that sort to set foot on our campuses or our schools. As Malaysians we have to demand an end to the further dissemination of racist ideologies.

Open up, not only institutions such as UiTM (Universiti Teknologi Mara) and MRSM but also Umno to more students of the major cultures. We will then have a great celebration of diversity and respect for human dignity in the decades to come.

We need to turn succesful failures such as MRSM into truly successful Malaysian educational ventures; an organic system able to prepare young Malaysian citizens for a diverse, multicultural, and rapidly challenging world - minus the cliches of educational innovation and blind nationalism that will be anti-national in character.

DR AZLY RAHMAN, who was born in Singapore and grew up in Johor Bahru, holds a Columbia University (New York) doctoral degree in International Education Development and Masters degrees in the fields of Education, International Affairs, Peace Studies, and Communication. He has taught more than 40 courses in six different departments and has written more than 300 analyses on Malaysia. His teaching experience spans both in Malaysia and in the United States and in a wide range of teaching context; from elementary to graduate education. He currently resides in the United States.